ASBURY COLLEGE INCORPORATED
MR. CRISANTO A. FRONDA
COLLEGE INSTRUCTOR
GRADING SYSTEM:
reporting rubric:
Criteria 3 4 5
Presenter exhibits
Presenter shows a basic Presenter demonstrates
complete command of
understanding of the a solid understanding of
the topic, covering it
Content Mastery topic, with occasional the topic with minimal
thoroughly and
errors or gaps in errors, covering key
accurately with no
information. concepts accurately.
noticeable errors.
Presentation is
Presentation follows a Content is mostly well-
excellently organized
loose structure, but organized with clear
with a clear
Clarity and Organization some points may feel transitions and logical
introduction, body, and
disorganized or hard to flow, making it easy to
conclusion, using
follow. follow.
effective transitions.
reporting rubric:
Criteria 3 4 5
Presenter effectively
Presenter actively engages and maintains
Presenter occasionally
engages the audience audience attention
Engagement and engages the audience
through questions, throughout, using
Interaction but mostly delivers
discussions, or dynamic techniques and
content passively.
multimedia elements. encouraging
participation.
Visual aids are creative,
Visual aids are present Visual aids are clear, highly relevant, and
Use of Visual Aids and but may be too text- relevant, and enhance effectively support and
Resources heavy or lack creativity understanding of the clarify key points, adding
and impact. topic. to overall presentation
impact.
Lessons to be discussed
EVALUATION
to pass the course, you must:
1. Read and understand the lesson and do some
extra readings via google search and You Tube
watching if necessary .
2. Accomplish the various tasks and reflections
3. Participate actively during class discussion
4. Take and pass exams
5. Submit the final project (Portfolio).
INTRODUCTION
TO
ASSESSMENT IN
LEARNING 2
ABOUT THE COURSE SUBJECT:
assessment IN learning 2 focuses on the principles, development
and utilization of alternative forms of assessment in
measuring, monitoring and evaluating authentic learning and
communicating each result. It emphasizes/stresses on how to
assess process-and-product oriented learning outcomes as
well as affective learning. Pre-service Teachers will
experience how to design, develop, select and use rubrics and
other alternative assessment tools for performance based
and product-based assessment. The course further addresses
how to provide accurate and constructive feedback to improve
instruction and learning performance.
what is assessment?
the systematic process of collecting,
analyzing, interpreting and acting upon data
related to student learning.
This cycle of collecting, analyzing,
interpreting, and acting on data makes
assessment an ongoing, dynamic process that
continuously enhances student learning. It
ensures that teaching is responsive and that
educational strategies are tailored to support
each student's growth.
ASSESSMENT OF LEARNING
ASSESSMENT FOR LEARNING
ASSESSMENT AS LEARNING
TRADITIONAL
ALTERNATIVE
AUTHENTIC
Which is referred to as assessment of
learning?
A. Formative assessment
B. Summative assessment
C. Traditional assessment
D. Authentic assessment
Summative assessment
Which is the most reliable tool for seeing the
development in your pupils’ ability to write?
A. Interview of pupils
B. Portfolio assessment
C. Scoring rubrics
D. Self-assessment
Portfolio assessment
To identify learning needs and respond to such
needs, the teacher administers a _____.
A. Formative
B. Summative
C. Periodic
D. Diagnostic
Diagnostic
Assessment is said to be “sine qua non” in the teaching-
learning process. Which of the following statements
match the given statement above?
A. Assessment is an effective tool to determine students’
progress.
B. Assessment determines the capability of the students
inside and outside the classroom.
C. Assessment is an integral part of identifying the needs
and interventions.
D. Assessment must be strengthened through honest
practices and innovations.
5 Psychology Effects
“Si RR at Golem kumain ng Halo Hawlo”
R – Rosenthal Effect → High–High
R – Ripple Effect → Escalating
G – Golem Effect → Poor–Poor
H – Halo Effect → First Impressions
H – Hawthorne Effect → High because
observed
DIFFERENCE
TESTING, MEASUREMENT, EVALUATION, ASSESSMENT
TESTING
A tool or instrument used to measure a learner’s
knowledge, skills, or performance.
Example: A quiz, exam, or performance task.
DIFFERENCE
TESTING, MEASUREMENT, EVALUATION, ASSESSMENT
MEASUREMENT
The process of quantifying the results of testing
or observation.
Example: A student scores 40 out of 50, or gets
80%
DIFFERENCE
TESTING, MEASUREMENT, EVALUATION, ASSESSMENT
EVALUATION
The process of making judgments or decisions
about the value or quality of learning or
instruction based on assessment results.
Example: Concluding that a student’s
performance is “excellent” or that a teaching
method is “effective.”
DIFFERENCE
TESTING, MEASUREMENT, EVALUATION, ASSESSMENT
ASSESSMENT
A systematic process of collecting, analyzing,
and interpreting evidence of student learning.
Example: A teacher uses test results, class
participation, and projects to understand a
student’s progress.
Mr. Dela Cruz, a Grade 5 Mathematics teacher, has just
finished discussing the topic on adding and subtracting
fractions. To check how well his students understood the
lesson, he gave them a short quiz composed of 20 items. After
collecting and checking their papers, he recorded each
student’s score in his class record. Maria got 18 correct
answers, while Juan got 10. Seeing that some students had
difficulty with the topic, Mr. Dela Cruz decided to reteach the
lesson using visual aids and group activities to help them
improve. At the end of the grading period, he reviewed all their
test results, projects, and class participation, and then gave
each student a final grade that reflected their overall
performance in Mathematics.
4 BASIC PARTS OF OBJECTIVES
IT’S THE ABCD
A - AUDIENCE
B – BEHAVIOR
C – CRITERION
D – DEGREE OF ACCEPTABLE
PERFORMANCE